SEC-450 Assignment Explanations & Samples

The syllabus is not always easy to understand so I created this page with explanations and samples.  As a reminder, please refer to rubrics before beginning your assignment, as all assignments are graded using the rubrics.  If I haven’t addressed your question or concerns here, please call or send me a message Thanks!

 

Week 1: Theories of Instructional Design and Strategies

Two assignments are due week 1. The first one is Clinical Field Experience which does not have any points associated. However, it is helpful if you can write a short paragraph providing your mentor, school, grade level and subject. Also letting me know if your mentor will be able to meet the requirements of the Benchmark Assessment. IMPORTANT: Did you download the Clinical Field Experience Verification Form? If not please contact me.

 

The second assignment is to create a matrix comparing/contrasting three instructional design models from the perspective of behavioral, developmental and cognitive domains.  To begin with chances are you will not find anything for the developmental perspective.  The more common term is constructivism.  Many students ask how they should organize and complete their matrix. Be sure and view my power point to help you get started with your research. 

 

Power Point – Instructional Design

 

Helpful websites - http://www.instructionaldesigncentral.com/whatisinstructionaldesign

http://etad.usask.ca/802papers/mergel/brenda.htm#Behaviorism

http://www.instructionaldesign.org/theories/index.html

EXAMPLE TO SET UP YOUR MATRIX

 

Instructional Design Models

Name of Design Model

Description

Assessment type

Instructional Strategy

Dick and Carey Model (1978)

By Walter Dick and Lou Carey

 

Perspective:

Behaviorism

The Dick and Carey Model states there is a known connection between the initiating factor and the result. The instructor must determine the skills the learner needs to master for the behavior to be learned, as well as, determine the stimuli and strategy for instruction to obtain the skills (Implications, n.d.).

 

The steps of the Dick and Carey model are as follows:

1.       Decide learning outcome

2.       Examine the instructional goal

3.       Evaluate learners and contexts

4.       Design performance goals

5.       Create assessment tools

6.       Develop teaching strategy

7.       Develop and select teaching materials

8.       Construct and perform formative evaluations

9.       Modify instruction

10.    Summative evaluation

(Implications, n.d., para. 3).

Both formative and summative assessments can be used with the Dick and Carey Model.

During formative evaluations, the instructor can gather information on what materials or instruction needs improvement. Summative assessments will give the overview of student learning.

 

Behavioral models use assessments to evaluate measurable and observable behavior and performance (Barnes, 2015.).

 

In behavioral models, such as Dick and Carey, the best instructional methods include the following:

 

·      Direct Instruction

·      Questioning Strategies

 

(Barnes, 2015).

 

Barnes, C. (2015). Instructional design models. [power point]. SEC 450 Instructional Add-on. GCU Learning Management System.

Implications for instructional design. (n.d.). Retrieved from    http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/implications.htm#dickandcareymodel

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Week 2:  Objectives and Standards

Again, you have two assignments due this week.  The first one is Clinical Field Experience A, that asks you to spend 2 hours observing and discussing with your mentor on what went well, what might have gone better. Be sure to find out what your mentor expects on the assessment because you are going to create a pre-test in week 3. Write a reflection of 400–500 words of your observations, including a summary of your discussion with your mentor teacher. Describe how you would have presented the material, the methods you will use to analyze the assessment and any steps that you think should be taken prior to moving to the next lesson or unit. In addition, describe your ideas for lessons you will create and teach in the coming weeks. HINT: Week 6 requires a 3-lesson plans. Week 7 requires two additional lesson plans which totals a 5-day unit plan in sequence. You will need to align your lessons with your mentor’s unit during this period of time. Did your mentor receive your Verification Form?

 

The second assignment is an excellent time for everyone to get comfortable with their State’s Standards Website and practice creating measurable objectives.  You want to choose one standard from your content area from each of the grade levels, 5-8, 9-10, and 11-12 (three standards in total).  The practice is for you to take each standard and create a measurable objective and then an assessment.  My main focus will be on your measurable objectives and alignment of the assessment with the standard.  Be sure to view the links I provide in class and on the SEC 450 webpage under assessment to help you with alignment.   

 

The directions ask for 3-5 peer-reviewed articles from the GCU eLibrary. For help using the GCU eLibrary, please visit this page http://www.gcu.edu/Student-Affairs/Library/Tutorials.php  
You’ll also find several resources in the Instructor Add-Ons APA Style, citations & avoiding plagiarism.

 

I think this sample paper will help you sample week 2

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Week 3: Formative and Summative Assessments

Two assignments are due this week. The first assignment is Clinical Field Experience B where you administer your pre-assessment for the

lesson plan due in this week to a whole class or small group of students. Collect the data. Have your mentor teacher review your lesson plan based on the data you collected. Write 250-300 words reflection on the importance of pre-assessments along with your mentor’s viewpoint. Discuss how the pre-assessment informed your lesson plan and how principles of assessment influence differentiated instruction, your mentor’s comments about the lesson structure and possible effectiveness, as well as your evaluation of your pre-assessment. HINT: Seek out the special education or resource teacher on campus to find out if they can observe your teaching in week 4 for feedback.

 

The second assignment asks you to submit the pre-assessment, data, and lesson plan as one document. I highly recommend everyone take your time on this assignment because if done right you can use this lesson plan to build upon for your week 6 3-day mini unit.

 

Based on one standard and objective you created in week 2, you will create a pre-assessment to determine the learning needs of the students in your practicum/field experience class. Personally, I like to use my summative assessment as my pre-test, so I can compare before and after test results.  Consider various tools and resources you can use to maximize content learning into assessment.

 

The assignment asks you to administer your assessment to a group of students. It’s very possible the class is ready for a pre-test. However, if the timing of the class isn’t ready for a pre-test this week, please contact me so we can schedule a work around. Mainly because teachers should conduct a pre-test before creating the lesson plan as teachers will analyze the data from the pre-test to inform their lesson plan.

 

Please use the COE Lesson Plan Template located in the Instructors Add-ons, your pre-test and the data gathered from the pre-test as one document. Be sure to include formative and summative assessments.

 

I think this sample assignment will help guide you Week 3 Sample

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Week 4: Differentiating Lessons and Assessments

For Clinical Field Experience C please be sure to respond to my feedback from previous reflections. Allocate at least 2 hours to observe, teach, and review lessons that have been modified as a result of assessment data. Coordinate with your mentor teacher to teach your modified lesson and observe your mentor teaching lessons that have been modified as a result of assessment data, including modifications for students with exceptionalities. 

 

Write a reflection of 250-500 words, including the date of the observation, the lesson presented, and feedback from your mentor teacher concerning the delivery of the lesson. Try to collaborate with the special education or resource teacher on campus to obtain feedback of your teaching, lesson plan and assessments. Reflect on what went well, what needs attention and the effect of the adjustments made based on assessment data and modifications needed for students with exceptionalities. REMINDER: Is everything working out well with your Verification Form? You don’t want to get caught without this form at the end of this class.

 

The 2nd assignment requires a copy of two IEPs from your mentor. If you cannot obtain a copy of IEPs ask your mentor for examples of accommodations, so you can address in your lesson plan.  Also I provide 3 IEPs in the Announcements so don’t be too concerned. Use the IEPs as examples to modify the lesson plan you created in week 3. Students’ names must be kept confidential and you don’t want to mention any special group on your lesson plan.

 

This assignment is giving you the opportunity to adapt your lesson plan to real IEPs.  You want to take # 1 IEP and address student needs in the Classroom and Student Factors/Grouping, Multiple Means of Representation, Multiple Means of Engagement and Multiple Means of Expression sections on the COE lesson plan template. Please make any updates/changes in red font so I can easily see.

 

Review the SEC 450 webpage on modifications and accommodations.  You will find information on holistic rubrics. One thing I must remind you about is FERPA, meaning that lesson plans cannot speak of specific students or single out any certain groups of students.  I always kept a substitute file on my desk with a seating chart, group chart with named roles and jobs of students.  For example, on my student job list, I list ALL student names and for the ADHD students I may assign them as class leader to run my power point, sit at my desk, clean the board or help me with general tasks.  The following should give you some ideas of accommodations:

 

ACTIVITY: Students will use prior knowledge about evidence-based claims, as well as, visual methods to write evidence-based arguments

-        Preferential seating (see seating chart on desk)

-        Have students pass out/collect brainstorm webs. (see group and job list on desk on who will passout/collect)

-        Have students follow MLA guidelines to cite evidence (see job list on desk on who will check group work)

-        Monitor students’ individual work frequently (see accommodations list on desk)

-        Higher and lower level students will be grouped together for peer review (see group list on desk)

-        Provide higher level college ready assignments (see accommodations list on desk)

ACTIVITY: Students will complete their own graphic organizer (brainstorm web) citing at least three immigration laws and policies using the brainstorm list or information they obtained during their independent research.

-        Give individual help with brainstorm web to students (see accommodations list on desk)

-        Monitor individual work frequently as students search for Immigration laws and polices (see accommodations list on desk)

-        Preferential seating (see seating chart on desk)

-        Have students pass out/collect brainstorm webs (see job list on desk)

-        Provide higher level college ready assignments (see accommodations list on desk)

-        Have students pass out/collect brainstorm webs (see job list in gradebook)

 

You don’t need a list for this assignment, however, when you do make your lists/charts you need to make sure ALL students are on your list as to not single out any particular students.  When you are student teaching, I recommend you find out from your cooperating teacher who is classified as gifted, ELL, who has an IEP or 504 plan and how you need to address their accommodations/on your lessons. 

 

Your lesson plan may be giving a pre-test and there will be students that are allowed to leave the class to go to their resource classroom.  If your activity is a project or writing a paragraph be sure to include a rubric.

 

This assignment ask you to write 250–500 words reflecting on how you used the data from the IEPs to modify your lesson and assessment to meet the needs of your students with exceptionalities. Discuss how your lesson and assessment were properly differentiated and analyze your methods, materials, and resources for appropriateness. Submit the modified lesson plan, assessment, and reflection as one deliverable.

 

I think this sample assignment with my feedback will be helpful to guide you on this week 4 assignment Sample Week 4

 

REMINDER: How is your week 6- and 7-unit plans going?

 

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Week 5: Data Driven Instruction

For Clinical Field Experience D have no points associated this week. Refer to the syllabus to ensure you are observing the correct grade level and subject.  Any exception must be approved by me as observation hours are evaluated and collected by GCU College of Education. Ensure your Clinical Field Experience Verification Form is in process with your mentor, so he/she can electronically sign for GCU. You will receive the Verification Form from GCU through your email to submit in our LoudCloud class the last week.

Observe your mentor teaching lessons for 2 hours that have been differentiated. Be sure to schedule a time where your mentor will be able to discuss curricular alignment. Ask questions such as, how does your mentor teacher assess objectives using differentiated instruction? How does your mentor teacher make sure that his or her objectives are aligned with the assessments?  Use this information to inform the assignment due in this week.

For week 5 you will write an essay of 750–1,000 words, identify and analyze ways to assess objectives taught using differentiated instruction. Choose one standard in your content area and write three objectives that would address that standard. Articulate how you would assess each, what you would use as assessment tools, and the criteria you would use to determine student mastery. The first part is additional practice for you to demonstrate higher order thinking skills from one standard in your week 3 lesson and develop 3 measurable objectives. The key is to raise the action verbs from a Bloom’s verb chart found on the SEC 450 webpage and the instructor Add-Ons. 

 

EXAMPLE ARIZONA STANDARD

11-12.RL.10- By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative measures appropriate to grade 12.

 

OBJECTIVE 1 - Students will chose one of four 18th century poems and re-create a modern-day version of the poem following the 6-point rubric to identify the theme in the poem and further the theme.

 

OBJECTIVE 2 - Students will analyze “Oh Captain My Captain” by using the provided chart to list the poetic devices of apostrophe, repetition, word choice and extended metaphor that Whitman uses to create an effect with at least 5 out of 8 specific examples from the poem.

 

OBJECTIVE 3 - Students will work in pairs to create a short media version of Romeo and Juliet play using PowerPoint, vimeo, Prezi, or storyboard and present to class who will conduct a peer review from the 6-point rubric.

 

 

Please review Bloom’s Verbs and notice how the highlighted verbs increased from knowledge to synthesis level. Use the GCU Library to research 3-5 peer-reviewed articles that can be used in support of your content. Prepare this assignment following the APA guidelines.

 

HINT: This standard and objectives will be used for your week 6 mini unit plan.

 

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Week 6: Unit Plans

Clinical Field Experience E asks you to spend up to 2 hours observing your mentor teacher. However, I don’t want you to sit and observe. I want you to schedule a time that your mentor can actually sit and provide feedback on your unit plan. The focus must be curricular alignment (standards, objectives & assessment) of your mini-unit due this week. Discuss curricular alignment and the importance of using data to drive instruction. Use the feedback from your mentor teacher to modify your mini-unit accordingly.

 

Mini Unit Plan

This assignment is asking you to create a mini unit from your Topic 5 assignment.  Using the COE Lesson Plan Template to create a mini unit of three lessons in total to teach the content area standard you chose for the assignment in Topic 5. These lessons should be different than any you have developed previously because you need to incorporate a variety of instructional strategies and implement activities that address the students’ individual learning needs.

 

Don’t forget your pre-test and at least one formative assessment per lesson that will help you determine the learning needs of your students. In addition, create a summative assessment and a standards-based rubric to be given at the end of the mini-unit. Your assessments must align to your objectives.

 

Here is a sample assignment for week 6 that I think was perfect Sample Week 6

 

You are also asked to teach a lesson to a group of students.  If you are having difficulty teaching one of your lessons, please give me a call as I have other options for you.

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Week 7: Higher Order Thinking and Diverse Students

Data-Driven Instructional Methods for Middle and Secondary Teachers is worth 300 points. In addition, Clinical Field Experience F requires 5 hours teaching the mini-unit developed in Topic 6. You can teach your lessons this week or the previous week. Either way, document the locations and hours and submit the Clinical Field Experience Verification Form in LoudCloud in week 8.

 

For this assignment, utilize Webb’s DOK Levels (very similar to Bloom’s) to revise your mini-unit developed in Topic 6 to include two additional lessons using the COE Lesson Plan Template. By adding two more lesson plans your unit will have a total of five lessons, three of which you have taught and received feedback from me and from your mentor teacher.

 

Include teaching strategies and assessments that elicit higher-order thinking in a diverse classroom environment. Demonstrate scaffolding the skills from one level of DOK to the next. Include your pre-assessment, at least two formative assessments on the lesson plans and one summative assessment with a standards-based rubric at the end of your lessons. Be sure to go back to the SEC 450 website for standards-based rubric resources.

 

Write a reflection of 250-500 words that explains how your unit involves all four levels of Webb’s DOK and how your unit will produce higher-order thinking in a diverse classroom environment. Include what you learned from teaching your mini-unit and how data informed the revisions for this assignment.

 

Prepare this assignment according to APA guidelines as one continuous document.

 

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Week 8: Creating Data-Driven Instructional Units

 

This week the Verification Form and a Reflective Essay is due along with your assignment. The reflective essay is a compilation of your time with your mentor teacher and your time teaching your lessons. Please analyze and evaluate the effectiveness of strategies you and your mentor used to support classroom learning.

 

Write an essay of 750–1,000 words in which you reflect on four best practices from your coursework and research.

 

·        How the strategies used by you and your mentor teacher were considered research based best practice.

·        How you and your mentor teacher implemented these strategies and how you may facilitate the same strategies in your future classroom.

·        Evaluate your mentor teacher’s use of a best-practice strategy in a lesson that you observed.

·        Then, compare your own use of a similar strategy when teaching students.

·        Did the implementation of the strategy unfold smoothly and effectively?

·        Why or why not? Describe what element of the strategy was most effective for students' engagement and learning.

·        Also describe what aspect of the strategy was difficult to facilitate.

·        Did it negatively affect the overall success of the lesson? How?

·        How did you evaluate the level of student engagement during the strategy?

·        How would you suggest the strategy be modified to make the lesson more effective?

·        Defend your use of, or your rejection of, this strategy in the future.

Reminder: According to GCU policy, work may not be submitted for credit once the class has ended.  This means that assignments cannot be submitted beyond the last day of the final week.  There are no exceptions for this; the classroom system simply won't allow you to submit your assignments late.  You must have all assignments submitted by Sunday night (11:59PM Arizona Time)!  

 

It is my suggestion that you work hard to get these assignments completed early.  By ready to upload on Saturday night just in case something happens like the Internet goes out, computer crashes, dog eats your homework, toddler spills your coffee on your laptop (yes that happened to me).

 

 

Thank you for a wonderful journey! Your self-learning starts from here!  "It is good to have an end to journey toward, but it is the journey that matters in the end." --Ursula K. LeGuin

 

 

Updated 6/27/2019

Email Address:         Cindy.Barnes@my.gcu.edu
Phone Number:        (480) 685-0116
Postal Address:         Grand Canyon University